Computer Anxiety Index Research Articles

The Effects of Asynchronous Computer Voice Conferencing on L2 Learners' Speaking Anxiety

This study investigated the influence of a computer voice conferencing environment (Wimba) on learners’ anxiety when speaking in a foreign language. Several instruments were used for data collection: A demographic survey, the Computer Anxiety Index (CAIN), the Foreign Language Classroom Anxiety Scale (FLCAS), the Wimba Anxiety Scale, student interviews, and a rubric developed for the evaluation of risk-taking. Results indicate that there is a strong potential for the reduction of anxiety associated with the Wimba environment. This was due to the elimination of the time pressure of the classroom and opportunity to edit student contributions. Increased risk-taking, in terms of the quantity and quality of the output produced by students, and reduced fear of negative evaluation were also found in the electronic environment. The conditions of the facility where the Wimba environment is accessed, i.e. a language laboratory, were found to hinder Wimba’s anxiety-reducing potential.

Computer Anxiety and Social Workers: Differences by Access, Use, and Training

ABSTRACT This study investigated the prevalence of computer anxiety by area of practice, hours of weekly use, access to equipment, and availability of training for social workers (N = 244) in South Carolina, Georgia, and North Carolina. Measured by the Computer Anxiety Index (CAIN), levels of anxiety were found to be lowest for those who have computers in their work areas, received training, and use computers to accomplish work tasks. Statistically significant positive correlations were found between anxiety levels and high levels of training need as well as the number of hours of weekly use and training received. A significant negative correlation was found between anxiety levels and weekly hours of use.

An investigation of computer anxiety by gender and grade

Many tests have been constructed to assess computer anxiety. This has lead to the construct being conceptualised in some cases as a multidimensional, with a confusing array of dimensions, and also, implicitly, as unidimensional. The present study has used the computer-anxiety index (CAIN), a scale previously developed by Simonson, Maurer, Montag-Torardi, and Whitaker [Simonson, M. R., Maurer, M., Montag-Torardi, A., & Whitaker, M. (1987). Development of a standardised test of computer literacy and a computer anxiety index. Journal of Educational Computing Research 3(2), 231–247] to test its unidimensionality with the view to arrive at a scale that provides a unidimensional measure, hence avoiding the conceptual confusion of multidimensionality. Rasch analysis [Rasch, G. (1980). Probabilistic models for some intelligence and attainment tests. Chicago: The University of Chicago Press (expanded edition, original work published 1960).], a technique that has been adopted in international educational measurement studies such as the Third International Mathematics and Science Study (TIMSS) and the Program for International Assessment (PISA), was used to analyse the responses from 910 grade 7, 9 and 11 male and female students The response patterns obtained conformed to the strict requirements the Rasch model and confirmed the assumption that all 26 items of the Computer-Opinion Survey measured a single underlying trait. This result differed somewhat from that of a previous investigation by King and Bond [King, J., & Bond, T. (1996). A Rasch analysis of a measure of computer anxiety. Journal of Educational Computing Research 14(1), 49–65.] where for the lowest age group alone, six of the items were rejected. An investigation of the grade facet indicated that grades 7 and 9 were measurably different in computer anxiety from grade 11, and that grades 7 and 9 were the same within error. Investigation of the gender facet revealed a small measurable difference in computer anxiety between males and females, with males being more anxious than females. There was a significant interaction between gender and grade with a reversal of anxiety interaction occurring at about the grade 9 level.

“Library anxiety” and “computer anxiety:” Measures, validity, and research implications

The phenomena of “library anxiety” and “computer anxiety” have been sometimes hypothesized as emotional responses to new technology. This research investigated the construct validity of two instruments, a Computer Anxiety Index and a Library Anxiety Scale. The criterion measure of anxiety was the Institute for Personality and Ability Testing (IPAT) Anxiety Scale. Undergraduate students enrolled in English, psychology, and philosophy courses participated in the research. For the men, there were no significant correlations between the IPAT and the Computer Anxiety Index or the Library Anxiety Scale. For women, there were significant medium-effect size correlations between the IPAT Anxiety Scale total score and Computer Anxiety Index as well as Library Anxiety Scale scores. Additional analyses are reported, and their implications are discussed.

Computer Use, Training Preferences, and Computer Anxiety of School Food Service Managers in Iowa

LEARNING OUTCOME: To identify computer use, training preferences, and computer anxiety of school food service managers in Iowa The objectives were to: 1) identify current computer use and computer training preferences of school food service managers in Iowa, and 2) assess the computer anxiety level of Iowa school food service managers before and after computer training. For the first objective, a questionnaire was developed and mailed to the person in charge of the school food service program in 117 Iowa school districts with budgeted student enrollments of 1,000 or more. Of 105 school districts reporting data, 80% had computers available in their food services; 92% of these food service managers used their computers. Microcomputers were the most common type of computer hardware (95%). School food service applications software was used in 49% of the 105 school districts. Of 107 respondents, 74% indicated willingness to participate in computer training. They preferred to learn about school food service applications software (72%) during training offered 6 hours (25%) or 4 hours (20%) per day. Many respondents indicated no preference for either a starting day (35%) or the number of days (42%) of computer training. For the second objective, a standardized instrument, the Computer Anxiety Index (CAIN), was administered to 56 school food service managers before and after a 2-day computer training workshop; 80% completed the CAIN. Mean CAIN scores were 51.5 of 156 before training and 49.4 of 156 after training. Change in mean CAIN scores was not significant. However, those who had no previous computer training (n = 25) reduced their anxiety level significantly more than the group that had previous computer training (n = 22). The higher the initial anxiety level, the greater the reduction in anxiety level after training. The workshop involved teaching Nutrient Standard Menu Planning using a software package.

Computer-based training versus traditional lecture: Effect on learning and retention

This study investigated the effectiveness of computer-based training (CBT) versus the standard or traditional lecture method. The study was conducted at a large pharmaceutical manufacturing site located in Eastern North Carolina. Subjects were chemical processors in the bulk chemical production division (N=54). All subjects completed a comprehensive hazardous chemicals safety training program, with one treatment group completing the course via a self-directed computer program (n=27) and one completing the course via traditional instructor-led sessions (n=27). Both delivery formats were identical relative to learning objectives and content. Level of learning was assessed via a 33-item pretest and posttest. Subjects were also administered a 33-item retention test one month following completion of the program. Subject biographical data, including educational level, were collected by questionnaire and the Computer Anxiety Index (CAIN) was administered to assess subjects' level of computer anxiety within the CBT group. Satisfaction with training was assessed in both treatment groups. Results indicated 1) both groups demonstrated significant learning following training, 2) there was no significant difference in level of learning between the two groups, 3) retention after one month was significantly higher in the CBT groups, 4) there was no correlation between educational level or computer anxiety and learning, and 5) there was no significant difference between the two groups on satisfaction with the training experience.

A Rasch Analysis of a Measure of Computer Anxiety

A number of tests have been constructed in an attempt to measure the psychological construct computer anxiety. Although some of these studies have reported dimensions of computer anxiety as a result of factor analyses, these dimensions have varied in their number and description. Other studies have assumed unidimensionality of this construct. The present study has tested the dimensionality of the computer-anxiety index (CAIN) by Rasch analysis of the responses of 372 eleven- to twelve-year-old elementary school students. Rasch analysis enabled the students' response patterns to each question to be compared with their responses for all other questions in the questionnaire to determine the extent to which that question measured the same underlying variable as the other questions. Results indicated that six of the twenty-six items did not measure the same underlying trait as the other twenty and that several of the accepted items were apparently redundant. The use of the shortened (20-item) CAIN is recommended.

THE PERSONAL PRODUCTIVITY AND USE OF TECHNOLOGY OF LOUISIANA DIETITIANS

Use of technology can improve dietitians' productivity; however, if technophobia is experienced, productivity is negatively affected. The purpose of this survey was to assess Louisiana dietitians' use of technology for improving their personal productivity. A pretested questionnaire concerning technology use and availability, interest in continuing education in the use of technology, and computer anxiety was mailed to a random sample of 200 of the 808 dietitians in Louisiana. Of the surveys returned (43%), 86% were usable. The dietitians reported high personal productivity with 71 (83%) “usually” using their time effectively and efficiently. Overall technology use was only 31.2 ± 9.9 points on a 64-point scale. Dietitians who used more technology reported higher productivity than those who used less (p < 0.05). Phone answering machines (58%), computers (44%), word processing programs (37%), facsimile machines (30%), and pagers (24%) were the most regularly used technology. Respondents scored an average of 71.59 ± 8.94 points on the Computer Anxiety Index, significantly different from the norm of 60.25 ± 18.50 points for other groups (p < 0.01). This finding indicates that Louisiana dietitians experience moderate computer anxiety. Dietitians not working were more computer anxious than those who worked full-time (p < 0.05). Technology use and computer anxiety were inversely related (r = -0.37). In order to work effectively, dietitians need to justify, obtain, and regularly use technological advances. Educators and employers need to provide technology training in a supportive environment.

Fear or Frustration? Students’ Attitudes Toward Computers and School

AbstractThree classes of seventh-grade students were exposed to microcomputers during a 9-month period as part of a government-sponsored electronic-learning project. Near the beginning of the project, interviews were conducted with students and teachers to ascertain their feelings toward computers. In addition, students were administered a computer-opinion survey from which a computer-anxiety index (CAIN) was derived, as well as a questionnaire about the quality of their school life. At the end of 9 months, the questionnaires were read-ministered and the teachers and selected students were again interviewed. Results from the computer-opinion surveys and from selected interviews revealed that factors other than computer anxiety explained an increase in CAIN scores. These included frustration related to lack of access, students’ prior perception of computers as game devices, and teacher attitudes toward computer use. A significant interaction between gender and class group was also found. No identifiable ef...

The Reduction of Computer Anxiety

AbstractThis study examined computer anxiety and its relationship to four areas: previous computer coursework, relaxation exercises, achievement in a computer course, and need for cognition, which is a personality variable. Subjects were college students in a semester-long introductory computer course that was part of a teacher preparation program. Computer anxiety was measured three times during the course using the Computer Anxiety Index. The relaxation treatment was a published muscle relaxation technique. Achievement was assessed using final lab and lecture grades assigned in the class. Need for cognition was measured using the Need for Cognition Scale, which was administered during the second week of the class. The course was effective in reducing computer anxiety in the last half of the semester. The relaxation treatment was not found to be effective in reducing computer anxiety. It was found that course grades were more strongly related to postcourse computer anxiety than to precourse computer anxi...

Computer Anxiety in Nursing Students

The purpose of the study was to estimate the prevalence and severity of computer anxiety in beginning AD and BS nursing students and to determine the effect of hands-on computer experience on computer anxiety. The sample consisted of 272 volunteer subjects from five schools of nursing in a central southern state. Computer anxiety was measured using the Computer Anxiety Index by Maurer and Simonson. Factor analysis of the index was carried out to provide construct validity for the tool. Twenty-one percent of the subjects were found to have high computer anxiety. No significant difference in computer anxiety was demonstrated between associate degree (AD) and baccalaureate (BS) students. However, subjects with more hands-on computer experience had significantly less computer anxiety.

Methods of Educating Cashiers in a Restaurant Teaching Laboratory

The purpose of the study was to determine the effectiveness of three instruc tional methods: on-the-job training (OJT), programmed self-instruction (PSI), or simulation for training student restaurant and foodservice cashiers. Cognitive and psychomotor evaluations were used to determine effectiveness of instruction. Learning Style Inventory (LSI), Computer Anxiety Index (CAIN), and demographic analyses were also compared to investigate the relationship of these characteristics, to achievement, and instructional method. The research population consisted of 147 bachelor degree students enrolled in Quantity Food Production Management Experience, at Iowa State University, Ames, lowa. The study indicates the simulation method was the most favorable of these methods in cognitive and psychomotor achievement and improvement in computer anxiety. If given a choice, one method could not be recommended as completely superior to the other. It was recommended that the combination of OJT, PSI, and simulation methods would maximize the effectiveness of the instruction.

Development of a Standardized Test of Computer Literacy and a Computer Anxiety Index

Definitions of the three components of computer literacy and of computer anxiety were used in a nationwide survey of instructional computing educators to develop a list of seventy competencies of the computer-literate person. This list was used to develop an eighty-question multiple-choice examination. This test was divided into three parts, one part for each of the three components of the definition of computer literacy. Normative data were collected from 341 college students from six different universities. The examination was found to have a reliability estimate of .86. A computer anxiety index (CAIN) was also developed. This instrument was designed to be used to determine a person's level of computer anxiety. Normative data from 1943 students were collected. The CAIN was found to have a reliability of approximately .90. Both the eighty-item achievement test and the twenty-six item CAIN were sent to a nationwide selection of instructional computing specialists who evaluated them. This evaluation was used to revise the two tests. In summary, this article describes the process used to develop two examinations, an achievement test of computer literacy, and a computer anxiety index.